Graphic Organizers Support Young L2 Writers’ Argumentative Skills
20 páginas
- Autores:
-
Edlund Anderson, Carl
Mora González, Carlos Andrés
Cuesta Medina, Liliana Marcela
- Tipo de recurso:
- Fecha de publicación:
- 2018
- Institución:
- Universidad de la Sabana
- Repositorio:
- Repositorio Universidad de la Sabana
- Idioma:
- eng
- OAI Identifier:
- oai:intellectum.unisabana.edu.co:10818/43200
- Acceso en línea:
- https://latinjournal.org/index.php/gist/article/view/664
http://hdl.handle.net/10818/43200
https://doi.org/10.26817/16925777.433
- Palabra clave:
- Writing
Argumentation
Graphic organizers
Additional language
Problem-based tasks
- Rights
- License
- Attribution-NonCommercial-NoDerivatives 4.0 International
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Edlund Anderson, CarlMora González, Carlos AndrésCuesta Medina, Liliana Marcela2020-09-04T19:53:48Z2020-09-04T19:53:48Z2018-10-18Anderson, C. E., Mora González, C. A., & Cuesta Medina, L. M. (2018). Graphic Organizers Support Young L2 Writers’ Argumentative Skills. GIST – Education and Learning Research Journal, (17), 6-33. https://doi.org/10.26817/16925777.4331692-5777https://latinjournal.org/index.php/gist/article/view/664http://hdl.handle.net/10818/43200https://doi.org/10.26817/16925777.43320 páginasLearners are increasingly required to analyze critically information presented in languages other than their first to form reasoned opinions and solve problems. It is thus urgent to develop their argumentation skills, needed not only for academic success but also later professional life—and, indeed, by participant citizens in democratic societies. Although there has been some increased interest in teaching argumentation at pre-tertiary levels, this remains a relatively unexplored issue in Colombia (and, indeed, much of the developing world), certainly when considering writing in a second language. This qualitative study analyzed the influence of graphic organizers on the development of argumentative written tasks by a group of sixth-grade English learners. Data was collected through surveys, questionnaires, focus group, a teachers’ journal, and students’ written artifacts and analyzed through the grounded theory approach. Findings revealed that using graphic organizers positively influenced learners’ argumentative writing skills, specifically through supporting strategic information planning and argumentative linearization during the pre- and while-writing stages. These understandings show that younger learners can develop complex argumentative writing skills in a second language, thereby offering significant lessons for teachers of language—and content—in both the first and additional languages.application/pdfengEducation and Learning Research JournalEducation and Learning Research Journal, (17), 6-33Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2instname:Universidad de La Sabanareponame:Intellectum Repositorio Universidad de La SabanaWritingArgumentationGraphic organizersAdditional languageProblem-based tasksGraphic Organizers Support Young L2 Writers’ Argumentative SkillsarticlepublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805https://intellectum.unisabana.edu.co/bitstream/10818/43200/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/43200/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD5310818/43200oai:intellectum.unisabana.edu.co:10818/432002020-09-04 14:56:37.904Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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 |
| dc.title.es_CO.fl_str_mv |
Graphic Organizers Support Young L2 Writers’ Argumentative Skills |
| title |
Graphic Organizers Support Young L2 Writers’ Argumentative Skills |
| spellingShingle |
Graphic Organizers Support Young L2 Writers’ Argumentative Skills Writing Argumentation Graphic organizers Additional language Problem-based tasks |
| title_short |
Graphic Organizers Support Young L2 Writers’ Argumentative Skills |
| title_full |
Graphic Organizers Support Young L2 Writers’ Argumentative Skills |
| title_fullStr |
Graphic Organizers Support Young L2 Writers’ Argumentative Skills |
| title_full_unstemmed |
Graphic Organizers Support Young L2 Writers’ Argumentative Skills |
| title_sort |
Graphic Organizers Support Young L2 Writers’ Argumentative Skills |
| dc.creator.fl_str_mv |
Edlund Anderson, Carl Mora González, Carlos Andrés Cuesta Medina, Liliana Marcela |
| dc.contributor.author.none.fl_str_mv |
Edlund Anderson, Carl Mora González, Carlos Andrés Cuesta Medina, Liliana Marcela |
| dc.subject.es_CO.fl_str_mv |
Writing Argumentation Graphic organizers Additional language Problem-based tasks |
| topic |
Writing Argumentation Graphic organizers Additional language Problem-based tasks |
| description |
20 páginas |
| publishDate |
2018 |
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2018-10-18 |
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2020-09-04T19:53:48Z |
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2020-09-04T19:53:48Z |
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article |
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Anderson, C. E., Mora González, C. A., & Cuesta Medina, L. M. (2018). Graphic Organizers Support Young L2 Writers’ Argumentative Skills. GIST – Education and Learning Research Journal, (17), 6-33. https://doi.org/10.26817/16925777.433 |
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1692-5777 |
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https://latinjournal.org/index.php/gist/article/view/664 |
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http://hdl.handle.net/10818/43200 |
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https://doi.org/10.26817/16925777.433 |
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Anderson, C. E., Mora González, C. A., & Cuesta Medina, L. M. (2018). Graphic Organizers Support Young L2 Writers’ Argumentative Skills. GIST – Education and Learning Research Journal, (17), 6-33. https://doi.org/10.26817/16925777.433 1692-5777 |
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https://latinjournal.org/index.php/gist/article/view/664 http://hdl.handle.net/10818/43200 https://doi.org/10.26817/16925777.433 |
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eng |
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Education and Learning Research Journal, (17), 6-33 |
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Attribution-NonCommercial-NoDerivatives 4.0 International |
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